This unit builds on previous unit where the students had an introduction to general genetics. This unit is designed to show how the principles of genetics can be directly applied to humans in their every day life. Students will study four major themes of human genetics: inheritance, genetic disorders, the human genome project and genetic engineering. While exploring these topics, students will investigate the ethical and legal challenges this emerging research has generated. To end the unit the students will have a formal debate to demonstrate their knowledge on this topic.
Learning Performances and Standards
LS1 (9-11) FAF+ POC -2Explain or justify with evidence how the alteration of the DNA sequence may produce new gene combinations that make little difference, enhance capabilities, or can be harmful to the organism (e.g., selective breeding, genetic engineering, mutations). 2b explaining how DNA may be altered and how this affects genes/heredity (e.g. substitution, insertion, or deletion). Concepts contained in 2b: What do these GSEs mean? What are the kinds of mutations, frame shift, addition, subtraction, substitution? What are the effects of those mutations? No effect. Effects that are passed on, effects that are advantageous, effects that are disadvantageous, fatal effects. Where and when will mutations matter? Mutations in gametes can be passed on, otherwise not. Some mutations do not change amino acids, due to synonymous codons. Sometimes, mutations have no effect on protein function. What ideas to students need to understand before they can address the topics described above? Students need to know": Organisms that are more fit will tend to survive and reproduce more often. What a gene is and where it is located in the cell Mendel’s principles- Dominance and recessives, segregation and independent assortment How to use a Punnett square What misconceptions are students likely to have about these topics? Students often believe (erroneously): Mutations are always bad, Mutations cause super powers, Mutations are the same as cancer. Students misunderstand scale of DNA.
LS3 (9-11) INQ POC-7 Given a scenario, provide evidence that demonstrates how sexual reproduction results in a great variety of possible gene combinations and contributes to natural selection (e.g., Darwin’s finches, isolation of a species, Tay Sach’s disease). LS3 (9-11) -7 Students demonstrate an understanding of Natural Selection/ evolution by… 7ainvestigating how information is passed from parents to offspring by encoded molecules (e.g. evidence from electrophoresis, DNA fingerprinting). 7binvestigating how the sorting and recombination of genes in sexual reproduction results in a great variety of possible gene combinations in the offspring of any two parents. (e.g. manipulate models to represent and predict genotypes and phenotypes, Punnett Squares, probability activities). What do these GSEs mean? What subtopics do students need to address to understand these GSEs? Probability and Ratios- Students need to understand that probability is the chance of an event happening. In relation to genetics, the types of traits an offspring will possess depend on probability. A ratio is a comparison of two different occurences (i.e. 3/4 brown eyes: 1/4 blue eyes). Traits- characteristics of an individual such as hair and eye color, height, or skin color. Independent Assortment- The theory that alleles separate from each other during sexual reproduction to give an equal probability of offspring receiving a trait. Monohybrid cross- cross between one trait from two different organisms Dihybrid cross- cross between two traits from two different organisms Punnet Squares- diagram used to predict the outcomes of a particular monohybrid, dihybrid, etc. genetic cross. A punnett square assumes independent assortment of the alleles or a particular trait. Genotype vs. Phenotype- A genotype is the genetic makeup of an individual (i.e. Bb), while the phenotype is the actual trait characteristic (i.e. blue eyes) Parent - Offspring Relationships Trait Inheritance Natural Selection and Evolution- Natural selection is the process by which traits become more or less common in a population depending on how the traits contribute to the survival of the organism. Evolution is the change of traits in a population over time. What ideas to students need to understand before they can address the topics described above? Students need to have a basic understanding of the following topics: DNA and structure Parent-offspring relationships Sexual reproduction through meiosis What misconceptions are students likely to have about these topics? The following topics may cause student misconceptions: Punnet squares and how to complete them The difference between monohybrid and dihybrid. The difference between phenotype vs. genotype. Nature vs. Nurture in Natural Selection
Outline of the Concepts Addressed in the Unit
Human Genetics Inheritance of Human Traits
Review of Meiosis
Independent Assortment
Random fertilization
Crossing Over
Genetic Recombiniation
Nondisjunction
Down Syndrome
Abnormal number of Sex Chromosomes
Patterns of Inheritance
Review Mendel’s Principles
Homologous Chromosomes
Family Pedigrees
Inherited traits
Inquiry activity- Dog Genetics
Sex- Linked Genes
Sex determination
Sex-linked Genes
Genetic Disorders
Sex-Linked
Single Gene
Genes that cause Cancer
Genetic Engineering
Biotechnology
Recombinant DNA
DNA Finger printing
Transgenics
GMO’s
The Human Genome Project
Bio- Ethics
Safety and Ethical Issues
If you decide to create a concept map, you can create this online using CMapTools, save it on the server, and embed it on a page that you link to this page.
There will be a series of informal assessments and self assessments that will be preformed during class. There will be a short oral presentation (informal assessment),homeworks will be counted for a grade. There will be 3 homeworks that are graded for letter grades. The other homeworks will be checked for completion. The students will have to turn in a formal lab report. There will also be a short quiz during one of the periods. The major assessment will be a formal debate. See the guidelines and rubric under the Genetic Engineering tab or the Assessment tab.
Rationale
I made the topic meaningful for the students by asking the students questions that pertain to them. Additionally, I made the students have a lot of closing discussions and reflections about what they did the class. I am hoping this will help the students make connections. Also, many of the students have household pets can relate to the inquiry activity. The inquiry activity involved the students making hypothesis and using information about how traits are inherited to predict dog genetics.I assessed the students in a variety of ways, using both formal and informal assessment tools. Also, I opted to have the students have a formal debate instead of test because the students will have to demonstrate what they have learned through public speaking and preparation. Debates take place all of the time in science and this is a tool the students will need to use during the rest of their lives. I took into account of students prior knowledge by having the first lesson be a review lesson of many of the topics the students have learned up until this point. Also, the lesson follow a logical order in that they first introduce the foundations of inheritance and they build on how they relate to every day life and to science research today. To help the students make sense of the material, I try to have a closing discussion or some sort of wrap up at the end of each lesson. This way, if there are misconceptions, they can be addressed at that time. Also, students will be assigned homework to help facilitate learning.
Title: Human Genetics
Author: Jillian
Grade Level: 10
Course: Biology
Purpose of Unit
This unit builds on previous unit where the students had an introduction to general genetics. This unit is designed to show how the principles of genetics can be directly applied to humans in their every day life. Students will study four major themes of human genetics: inheritance, genetic disorders, the human genome project and genetic engineering. While exploring these topics, students will investigate the ethical and legal challenges this emerging research has generated. To end the unit the students will have a formal debate to demonstrate their knowledge on this topic.Learning Performances and Standards
LS1 (9-11) FAF+ POC -2 Explain or justify with evidence how the alteration of the DNA sequence may produce new gene combinations that make little difference, enhance capabilities, or can be harmful to the organism (e.g., selective breeding, genetic engineering, mutations).2b explaining how DNA may be altered and how this affects genes/heredity (e.g. substitution, insertion, or deletion).
Concepts contained in 2b:
What do these GSEs mean?
What are the kinds of mutations, frame shift, addition, subtraction, substitution?
What are the effects of those mutations? No effect. Effects that are passed on, effects that are advantageous, effects that are disadvantageous, fatal effects.
Where and when will mutations matter? Mutations in gametes can be passed on, otherwise not. Some mutations do not change amino acids, due to synonymous codons. Sometimes, mutations have no effect on protein function.
What ideas to students need to understand before they can address the topics described above?
Students need to know":
Organisms that are more fit will tend to survive and reproduce more often.
What a gene is and where it is located in the cell
Mendel’s principles- Dominance and recessives, segregation and independent assortment
How to use a Punnett square
What misconceptions are students likely to have about these topics?
Students often believe (erroneously):
Mutations are always bad,
Mutations cause super powers,
Mutations are the same as cancer.
Students misunderstand scale of DNA.
LS3 (9-11) INQ POC-7
Given a scenario, provide evidence that demonstrates how sexual reproduction results in a great variety of possible gene combinations and contributes to natural selection (e.g., Darwin’s finches, isolation of a species, Tay Sach’s disease).
LS3 (9-11) -7 Students demonstrate an understanding of Natural Selection/ evolution by…
7a investigating how information is passed from parents to offspring by encoded molecules (e.g. evidence from electrophoresis, DNA fingerprinting).
7b investigating how the sorting and recombination of genes in sexual reproduction results in a great variety of possible gene combinations in the offspring of any two parents. (e.g. manipulate models to represent and predict genotypes and phenotypes, Punnett Squares, probability activities).
What do these GSEs mean? What subtopics do students need to address to understand these GSEs?
Probability and Ratios- Students need to understand that probability is the chance of an event happening. In relation to genetics, the types of traits an offspring will possess depend on probability. A ratio is a comparison of two different occurences (i.e. 3/4 brown eyes: 1/4 blue eyes).
Traits- characteristics of an individual such as hair and eye color, height, or skin color.
Independent Assortment- The theory that alleles separate from each other during sexual reproduction to give an equal probability of offspring receiving a trait.
Monohybrid cross- cross between one trait from two different organisms
Dihybrid cross- cross between two traits from two different organisms
Punnet Squares- diagram used to predict the outcomes of a particular monohybrid, dihybrid, etc. genetic cross. A punnett square assumes independent assortment of the alleles or a particular trait.
Genotype vs. Phenotype- A genotype is the genetic makeup of an individual (i.e. Bb), while the phenotype is the actual trait characteristic (i.e. blue eyes)
Parent - Offspring Relationships
Trait Inheritance
Natural Selection and Evolution- Natural selection is the process by which traits become more or less common in a population depending on how the traits contribute to the survival of the organism. Evolution is the change of traits in a population over time.
What ideas to students need to understand before they can address the topics described above?
Students need to have a basic understanding of the following topics:
DNA and structure
Parent-offspring relationships
Sexual reproduction through meiosis
What misconceptions are students likely to have about these topics?
The following topics may cause student misconceptions:
Punnet squares and how to complete them
The difference between monohybrid and dihybrid.
The difference between phenotype vs. genotype.
Nature vs. Nurture in Natural Selection
Outline of the Concepts Addressed in the Unit
Human Genetics
Inheritance of Human Traits
- Random fertilization
- Crossing Over
- Genetic Recombiniation
- Nondisjunction
- Down Syndrome
- Abnormal number of Sex Chromosomes
- Review Mendel’s Principles
- Homologous Chromosomes
- Family Pedigrees
- Inherited traits
- Inquiry activity- Dog Genetics
- Sex determination
- Sex-linked Genes
Genetic DisordersReview of Meiosis
Independent Assortment
Patterns of Inheritance
Sex- Linked Genes
Genetic EngineeringSex-Linked
Single Gene
Genes that cause Cancer
- Recombinant DNA
- DNA Finger printing
- Transgenics
- GMO’s
- The Human Genome Project
- Safety and Ethical Issues
If you decide to create a concept map, you can create this online using CMapTools, save it on the server, and embed it on a page that you link to this page.Biotechnology
Bio- Ethics
Lesson Sequence
Lesson 1 ReviewLesson 2 Inheritance of Human Traits
Lesson 3 Genetic Disorders
Lesson 4 Genetic Engineering
Lesson 6 Assessment
Assessment Plan
There will be a series of informal assessments and self assessments that will be preformed during class. There will be a short oral presentation (informal assessment),homeworks will be counted for a grade. There will be 3 homeworks that are graded for letter grades. The other homeworks will be checked for completion. The students will have to turn in a formal lab report. There will also be a short quiz during one of the periods. The major assessment will be a formal debate. See the guidelines and rubric under the Genetic Engineering tab or the Assessment tab.Rationale
I made the topic meaningful for the students by asking the students questions that pertain to them. Additionally, I made the students have a lot of closing discussions and reflections about what they did the class. I am hoping this will help the students make connections. Also, many of the students have household pets can relate to the inquiry activity. The inquiry activity involved the students making hypothesis and using information about how traits are inherited to predict dog genetics.I assessed the students in a variety of ways, using both formal and informal assessment tools. Also, I opted to have the students have a formal debate instead of test because the students will have to demonstrate what they have learned through public speaking and preparation. Debates take place all of the time in science and this is a tool the students will need to use during the rest of their lives. I took into account of students prior knowledge by having the first lesson be a review lesson of many of the topics the students have learned up until this point. Also, the lesson follow a logical order in that they first introduce the foundations of inheritance and they build on how they relate to every day life and to science research today. To help the students make sense of the material, I try to have a closing discussion or some sort of wrap up at the end of each lesson. This way, if there are misconceptions, they can be addressed at that time. Also, students will be assigned homework to help facilitate learning.